Instructional Models and Strategies for Teaching English Language Learners. Webinar – July 28, 2010 Mabel O. Rivera, PhD Ani C. Moughamian, PhD.
English Language Learners
Webinar – July 28, 2010
Mabel O. Rivera, PhD
Ani C. Moughamian, PhD
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Ani C. Moughamian
Assessment and Standards Development ServicesWestEd
Mabel O. Rivera
David J. Francis
Center on Instruction English Language Learners Strand
Texas Institute for Measurement, Evaluation, and Statistics
University of Houston
RCC staff member
SEA staff member
LEA staff member
Professional development staff
Contextual Factors Corporation
How long have students lived in the U.S.?
What kind of language resources are available to the students at home or in their community?
What print materials are available and in what languages?
What type of prior schooling have students received, and in what languages?
What is the students’ level of background knowledge in the content area of interest?
What assessments are available and in what languages?
What instructional resources are available in the school?
What are the experience levels of teachers? How much experience do the teachers have working with ELL students?
What are the school and community attitudes regarding bilingualism? Is this instructional program, method, or strategy research-based? Has more than one study demonstrated its effectiveness? Was research conducted on the particular population of ELLs in our school?
Instructional Models Corporation
Bilingual with transitional support
Research on Corporation
Language of Instruction
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Instructional Methods Corporation
Cognitive Academic Language Learning Approach
Focus on secondary-level ELLs and above
Uses cognitive learning theory
Integrates academic content instruction with explicit instruction in language
Generate student reflection
Multiple opportunities to practice authentic language
Sheltered Instruction Observation Protocol
Measures sheltered instruction
Provides a model for lesson planning of academic English skills
Makes academic content more understandable
Builds on traditional sheltered instruction strategies
Building background knowledge
Practice and application
Review and assessment
Specially Designed Academic Instruction in English
Provide ELLs access to core curriculum and promotes English language development
Grows out of work by Krashen (1982)
Focuses on ELLs with intermediate-level knowledge of English
Uses realia, manipulatives, visuals, and peer interaction
Bilingual Cooperative Integrated Reading and Composition
Uses explicit instruction in reading comprehension, language and literacy activities, and integrated language arts and writing tasks
Designed for grades 2-5
Build background knowledge and vocabulary
Multiple opportunities to develop English
Use language knowledge to scaffold English
Grouping and teaming